A learning analytics approach to correlate the academic achievements of students with interaction data from an educational simulator

M. Vahdat, L. Oneto, D. Anguita, M. Funk, M. Rauterberg

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

15 Citations (Scopus)

Abstract

This paper presents a Learning Analytics approach for understanding the learning behavior of students while interacting with Technology Enhanced Learning tools. In this work we show that it is possible to gain insight into the learning processes of students from their interaction data. We base our study on data collected through six laboratory sessions where first-year students of Computer Engineering at the University of Genoa were using a digital electronics simulator. We exploit Process Mining methods to investigate and compare the learning processes of students. For this purpose, we measure the understandability of their process models through a complexity metric. Then we compare the various clusters of students based on their academic achievements. The results show that the measured complexity has positive correlation with the final grades of students and negative correlation with the difficulty of the laboratory sessions. Consequently, complexity of process models can be used as an indicator of variations of student learning paths.

LanguageEnglish
Title of host publicationDesign for Teaching and Learning in a Networked World : 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15–18, 2015 : Proceedings
EditorsG. Conole, T. Klobucar, C. Rensing, J. Konert, E. Lavoue
Place of PublicationCham
PublisherSpringer
Pages352-366
Number of pages15
ISBN (Electronic)978-3-319-24258-3
ISBN (Print)9783319242576
DOIs
StatePublished - 2015
Event10th European Conference on Technology Enhanced Learning (EC-TEL 2015), September 15-18, 2015, Toledo, Spain - Toledo, Spain
Duration: 15 Sep 201518 Sep 2015
http://ectel2015.httc.de/index.php?id=704

Publication series

NameLNCS
PublisherSpringer
Volume9307
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Conference

Conference10th European Conference on Technology Enhanced Learning (EC-TEL 2015), September 15-18, 2015, Toledo, Spain
Abbreviated titleEC-TEL 2015
CountrySpain
CityToledo
Period15/09/1518/09/15
Other"Design for Teaching and Learning in a Networked World"
Internet address

Fingerprint

Correlate
Simulator
Simulators
Students
Learning Process
Process Model
Interaction
Technology Enhanced Learning
Process Mining
Student Learning
Electronics
Engineering
Metric
Path
Education
Learning
Electronic equipment

Keywords

  • Complexity
  • Educational data mining
  • Educational simulator
  • Interaction data
  • Learning analytics
  • Process mining
  • Technology Enhanced Learning

Cite this

Vahdat, M., Oneto, L., Anguita, D., Funk, M., & Rauterberg, M. (2015). A learning analytics approach to correlate the academic achievements of students with interaction data from an educational simulator. In G. Conole, T. Klobucar, C. Rensing, J. Konert, & E. Lavoue (Eds.), Design for Teaching and Learning in a Networked World : 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15–18, 2015 : Proceedings (pp. 352-366). (LNCS; Vol. 9307). Cham: Springer. DOI: 10.1007/978-3-319-24258-3_26
Vahdat, M. ; Oneto, L. ; Anguita, D. ; Funk, M. ; Rauterberg, M./ A learning analytics approach to correlate the academic achievements of students with interaction data from an educational simulator. Design for Teaching and Learning in a Networked World : 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15–18, 2015 : Proceedings. editor / G. Conole ; T. Klobucar ; C. Rensing ; J. Konert ; E. Lavoue. Cham : Springer, 2015. pp. 352-366 (LNCS).
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abstract = "This paper presents a Learning Analytics approach for understanding the learning behavior of students while interacting with Technology Enhanced Learning tools. In this work we show that it is possible to gain insight into the learning processes of students from their interaction data. We base our study on data collected through six laboratory sessions where first-year students of Computer Engineering at the University of Genoa were using a digital electronics simulator. We exploit Process Mining methods to investigate and compare the learning processes of students. For this purpose, we measure the understandability of their process models through a complexity metric. Then we compare the various clusters of students based on their academic achievements. The results show that the measured complexity has positive correlation with the final grades of students and negative correlation with the difficulty of the laboratory sessions. Consequently, complexity of process models can be used as an indicator of variations of student learning paths.",
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Vahdat, M, Oneto, L, Anguita, D, Funk, M & Rauterberg, M 2015, A learning analytics approach to correlate the academic achievements of students with interaction data from an educational simulator. in G Conole, T Klobucar, C Rensing, J Konert & E Lavoue (eds), Design for Teaching and Learning in a Networked World : 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15–18, 2015 : Proceedings. LNCS, vol. 9307, Springer, Cham, pp. 352-366, 10th European Conference on Technology Enhanced Learning (EC-TEL 2015), September 15-18, 2015, Toledo, Spain, Toledo, Spain, 15/09/15. DOI: 10.1007/978-3-319-24258-3_26

A learning analytics approach to correlate the academic achievements of students with interaction data from an educational simulator. / Vahdat, M.; Oneto, L.; Anguita, D.; Funk, M.; Rauterberg, M.

Design for Teaching and Learning in a Networked World : 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15–18, 2015 : Proceedings. ed. / G. Conole; T. Klobucar; C. Rensing; J. Konert; E. Lavoue. Cham : Springer, 2015. p. 352-366 (LNCS; Vol. 9307).

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

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AB - This paper presents a Learning Analytics approach for understanding the learning behavior of students while interacting with Technology Enhanced Learning tools. In this work we show that it is possible to gain insight into the learning processes of students from their interaction data. We base our study on data collected through six laboratory sessions where first-year students of Computer Engineering at the University of Genoa were using a digital electronics simulator. We exploit Process Mining methods to investigate and compare the learning processes of students. For this purpose, we measure the understandability of their process models through a complexity metric. Then we compare the various clusters of students based on their academic achievements. The results show that the measured complexity has positive correlation with the final grades of students and negative correlation with the difficulty of the laboratory sessions. Consequently, complexity of process models can be used as an indicator of variations of student learning paths.

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Vahdat M, Oneto L, Anguita D, Funk M, Rauterberg M. A learning analytics approach to correlate the academic achievements of students with interaction data from an educational simulator. In Conole G, Klobucar T, Rensing C, Konert J, Lavoue E, editors, Design for Teaching and Learning in a Networked World : 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15–18, 2015 : Proceedings. Cham: Springer. 2015. p. 352-366. (LNCS). Available from, DOI: 10.1007/978-3-319-24258-3_26